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Vocabulary
balanced literacy - a balance between direct teacher instruction and independent work
structured literacy - instruction is systematic, cumulative, explicit and diagnostic
science of reading - a body of research that investigates how children learn to read and what instructional approaches are most effective
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Balanced Literacy vs Structured Literacy
Balanced Literacy follows the patterns of teacher read a-louds to shared readings to guided readings ending with independent reading. There is no evidence that proved that this structure actually worked. This structure only allowed teachers opportunities to pull students that were visibly struggling. This used concepts like 3-cueing and running records.
Structured Literacy organizes plans in a logical way that starts with the foundation of the lessons and concepts and then builds on it. Each lesson builds on what students have previously learned. Teaching is direct, intentional and interactive.
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Learning Types
Logical/Mathematical Learning attributes to logic and reason.
Solitary/Intrapersonal Learning attributes to learning better on your own.
Social/Interpersonal Learning attributes to learning better in groups.
Physical/Kinesthetic Learning attributes to physically learning the task by doing.
Aural/Auditory Learning attributes to hearing through lectures, audiobooks, videos, music etc.
Verbal/Linguistic Learning attributes to written, spoken or read words.
Visual/Spatial Learning attributes to using images, visuals and spatial perception for learning and better retention.
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Science of Reading
The science of reading concept is not new. Mark Seidenberg says there is a disconnection between the science of reading and the educational practice. Kansas has recently introduced the Every Child Can Read Act that pushes ensuring children know how to read by third grade.
There are 5 Big Ideas in Beginning Reading that include phonological awareness, phonic knowledge, reading fluency, vocabulary and comprehension. We start with phonological awareness and then build all the way up to comprehension.
Reading can be explained in a multiplication equation: word recognition x language comprehension = reading comprehension. A student needs to succeed in both to be able to achieve reading comprehension.
The focus isn't for just students who are dyslexic or have a learning disability. This is for all students.
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Knowledge Gained
After this lesson, I feel more equipped and able to start teaching kids about foundational literacy. I feel like I have a better understanding of how starting with the first pillar makes way for the students to achieve the rest of the pillars. Also, the Scarborough's rope is a great visualization into how all of the pieces of literacy entwine together so students can read.
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Works
https://braintrusttutors.com/what-is-the-reading-rope/

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What is Scarborough’s Reading Rope Model? - Braintrust Tutors

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Literacy researcher Hollis Scarborough created a metaphor for explaining the complex processes involved in reading. Read more here.

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Vocabulary
phonological awareness - the ability to hear and manipulate the spoken parts of words and sentences
onset - the first phoneme in a rhyming word; l in lot
rime - the part of a rhyming word that rhymes with other words; ot in lot
phonemic awareness - the ability to work with the individual sound or phoneme in spoken words
phoneme - smallest unit of spoken sound that distinguishes one word from another
grapheme - written representation of a phoneme
phoneme blending - taking individual phonemes and combining them to create a word
phoneme adding manipulation - taking a word or set of phonemes and adding another sound to it
phoneme deleting manipulation - taking a word or set of phonemes and subtracting a sound from it
phoneme substitution - replacing a sound in a word with another sound
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Importance
Phonemic awareness is considered on of the critical early literacy skills that serve as a foundation for reading and writing development. In the early years if students aren't grasping onto this, then it is one of the first red flags to test the student for dyslexia. Students need to be assessed regularly, informally or formally, on their level of phonemic awareness at an early age. If regular assessments occur, then identifying struggling students or students who may have a reading difficulty will be easier. Since phonemic awareness impacts a role in reading and spelling throughout the rest of people's lives, it's essential that they grasp the concept of phonemic awareness early on.
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Developmental Progression
Phonemic awareness typically develops in a sequence where children start recognizing and isolating initial and final sounds or phonemes and continue on to blending, segmenting and manipulating phonemes. Teachers need to understand these developmental stages of learning phonemic awareness is crucial for designing appropriate instructional activities.
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Pyramid
1st Level - Phoneme Isolation (Learning Phonemes)
2nd Level - Blending (Putting Phonemes Together)
3rd Level - Segmentation (Taking Phonemes Apart)
4th Level - Addition (Adding New Letters to Words)
5th Level - Deletion (Taking Away Letters to Words)
6th Level - Substitution (Replacing One Letter for Another)
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Auditory/Oral
Phonemic Awareness involves listening and speaking. Students learning phonemic awareness need to understand and work with the sounds of the language before making the connection between letters and sounds.
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Reflection
I'm planning on becoming a teacher for the older grades, but I need to learn how the foundation of ELA impacts what I'll be teaching. There might come a time where I need to go back to these basics with a student and help them with learning how to read basic sounds. Knowing and understanding this will help me as an older elementary teacher, if I even end up there, because I know where they started. Who even knows, I might end up in a lower elementary grade and be teaching this.
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Works
https://www.readingrockets.org/literacy-home/reading-101-guide-parents/your-kindergartener/phonological-and-phonemic-awareness

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That's a complicated sounding term, but it's meaning is simple: the ability to hear, recognize, and play with the sounds in spoken language. Phonological awareness is really a group of skills that include a child's ability to:

Identify words that rhyme

Count the number of syllables in a name

Recognize alliteration (words with the same beginning sound)

Segment (break) a sentence into words

Identify the syllables in a word

The most sophisticated phonological awareness skill (and the last to develop) is called phonemic awareness - the ability to hear, recognize, and play with the individual sounds (phonemes) in spoken words. When playing with the sounds in word, children learn to:

Blend individual sounds to make a word

Stretch out a word into its individual sounds

Swap in a different sound to the beginning, middle, or end of a word to make a new word

Strong phonemic awareness is one of the strongest predictors of later reading success. Children who struggle with reading, including kids with dyslexia, often have trouble with phonemic awareness, but with the right kind of instruction they can be successful. Learn some of the warning signs for dyslexia in this article, Clues to Dyslexia in Early Childhood.

Parents can make a big difference in helping their children become readers by practicing these pre-reading oral skills at home. Try some of the simple rhyming and word sound games described here.

Try these speech sound activities at home

Rhyme time

"I am thinking of an animal that rhymes with big. What's the animal?" Answer: pig. What else rhymes with big? ( dig, fig, wig)

Road trip rhymes

While you're out driving in the car, spot something out the window and ask your child, "what rhymes with tree or car or shop?" Then switch roles and have your child spot something and ask you for a rhyme. This can turn into a game of nonsense rhymes ("What rhymes with tree stump?") but that's great for practicing sounds, too!

Word families

Word families are sets of words that rhyme. Start to build your family by giving your child the first word, for example, cat. Then ask your child to name all the "kids" in the cat family, such as: bat, fat, sat, rat, pat, mat, hat, flat. This will help your child hear patterns in words.

Silly tongue twisters

Sing songs and say silly tongue twisters. These help your child become sensitive to the sounds in words.

Tongue ticklers

Alliteration or "tongue ticklers" - where the sound you're focusing on is repeated over and over again - can be a fun way to provide practice with a speech sound. Try these:

For M: Miss Mouse makes marvelous meatballs!

For S: Silly Sally sings songs about snakes and snails.

For F: Freddy finds fireflies with a flashlight.

Syllable shopping

While at the grocery store, have your child tell you the syllables in different food names. Have them hold up a finger for each word part. Eggplant = egg-plant, two syllables. Pineapple = pine-ap-ple, three syllables. Show your child the sign for each and ask her to say the word.

"I spy" first sounds

Practice beginning sounds with this simple "I spy" game at home, on a walk, or at the grocery store. Choose words with distinctive, easy-to-hear beginning sounds. For example, if you're in the bathroom you can say, "I spy something red that starts with the "s" ssss sound ( soap)."

Sound scavenger hunt

Choose a letter sound, then have your child find things around your house that start with the same sound. "Can you find something in our house that starts with the letter "p" pppppp sound? Picture, pencil, pear "

Which letter sounds do I teach first?

Reading expert Linda Farrell recommends that you begin with teaching the letter names, and then focus on the letter sounds that are closest to their letter names (such as /v/). And here's a great tip for teaching the trickier letter name-letter sound combinations - use arm motions. In this video, Linda demonstrates motions for /x/ and /y/. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

Sound games

Practice blending sounds into words. Ask "Can you guess what this word is? m - o - p." Hold each sound longer than normal.

First sounds

When you're reading together with your child, pick a word from the book and say it with emphasis on the first sound. Pick another word and compare them. "Zzz-zookeeper and rrr-rhinoceros. Can you hear what sound zzz-zookeeper starts with? Is it the same as rrr-rhinoceros?

Jump, skip, hop!

Create simple picture cards that you draw or cut out of magazines. Have your child, identify what's in the picture, and then break that word into its individual sounds. For example dog is d-o-g, three sounds (phonemes). Three sounds? You and your child do three jumping jacks, skips, or hops (followed by a high-five). You can also do this game outdoors without the cards, just call out simple words for your child.

Snail talk

Tell your child you're going to communicate in "snail talk" and they need to figure out what you're saying. Take a simple word and stretch it out very slowly (e.g., /fffffllllaaaag/), then ask your child to tell you the word. Switch roles and have your child stretch out a word for you.

"I spy" blending

Here's an easy phoneme blending game you can play while talking a walk. For blending, you can say, "I see a sign that says s-t-o-p" Then your child has to blend the sounds to guess your word - stop. (Remember to say only the sounds in the word - not the letters.) Keep the words short, moving from two to three to four sounds depending on your child's skill level.

Sound counting

Using LEGO bricks, beads, or pennies, say a word and have your child show you how many sounds the word makes. For example, top = t-o-p = three sounds, so your child would place three objects in a row. Then have them tap each object as they say the sound. Remember, your child is just showing you the sounds they hear. So the word bike would be = b-i-k (silent e) = only three sounds.

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Phonological and Phonemic Awareness: Activities for Your Kindergartener

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Phonological and phonemic awareness are important pre-reading skills, related to the ability to hear, identify, and play with the sounds in spoken language - including rhymes, syllables, and the smallest units of sound (phonemes). Children with strong phonological awareness skills are ready to become readers.

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What is phonological awareness?
The ability to recognize and manipulate the spoken parts of words. Phonological awareness is an auditory/oral skill not involving reading letters or words. Children listen, speak, point and gesture during phonological awareness instruction and practice. A lack of this skill is the most powerful predictor of a student's likelihood of failing to read. This is the most important factor in separating on-level readers and disabled readers.
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Sound and Word Discrimination
This is done by segmenting the sentence into words by counting words in a short sentence. This helps students identify which word is different and which sound is different.
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Parts of Phonological Awareness
Syllable Blending - says word when given two syllables
Syllable Segmenting - breaks apart a word into its syllables
Alliteration, Discrimination and Production - discriminates initial phonemes in a selection of words and produces alliteration with initial phoneme
Onset-Rime Blending - blends onset (beginning sound) and rime (ending sound) to make a word
Onset-Rime Segmenting - says onset (beginning sound) and rime (ending sound) in a given word
Rhyme Awareness and Construction - identifies and produces words that rhyme
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Self-Reflection
As someone who plans to teach the upper grades, this is probably something I'm still going to be pushing because there are going to be students who just don't pick this up and need some extra help. Also, in Diverse Learners in the Classroom, we are learning this week about how some students don't get the help they need in reading until the upper grades that I will be teaching. So knowing this information is going to help me be able to help those kids who unfortunately slipped by all those previous years. Even if I don't have many students who struggle with this, I think this is always a good practice for the students to have every so often, because reading is a forever thing.
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Works
https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/phonological-and-phonemic-awareness

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Module 4: Phonics (single-letter consonants)

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Module 4: Phonics (single-letter consonants)

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Vocabulary
vowel - speech sounds are produced when the breath flows out of the mouth without being blocked by teeth, tongue or lips
consonants - sounds that are made with the teeth, tongue or lips, partially block the flow of air
diagraph - a two letter combination making one sound
nasal - air escapes through the nose
voiced sounds - when the letter is said, vibrations are made in vocal cords
unvoiced sounds - when the letter is said, no vibrations are made in vocal cords
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History of Phonics
1600s
Students learned the alphabet, continued onto reading simple syllables and ended reading actual text. At this time, they followed the bottom up approach where they started with the sound, continued to sound to letter correspondence and ended with the whole word. Many colonists were schooled in the classic languages that have a heavy focus on phonics.
Mid 1800s
The USA decided everyone needs to read as a necessity for democracy so reading became popular for everyone. This is when comprehension becomes the main focus. Horace Mann saw phonics as detrimental to eager and skilled readers. Based on Mann's claims, graded reading books were developed.
1920s to 1940s
This is when educators to feel direct training in regular letter-sound relationships were confusing young learners minds. Around this time is when instruction emphasizing visual memorization of whole words was created which is now known as sight words. Teachers assumed if students learned to recognize sight words it would help children become fluent readers quicker, but this only helped students who are academically strong.
1965 to 1995
Two books were written during this time; one very controversial, the other not so much. Rudolf Flesch is the author of Why Johnny Can't Read that attacked the sight word method. This book was very political with criticism based with propaganda. Enter Jeanne Chall who wrote Learning to Read: The Great Debate. This book takes a more scientific approach and a balanced analysis of the reading issue plaguing the nation. Chall advocated for an early and systematic and direct phonic instruction that would be more beneficial than incidental learning.
1995 to 2010
Surveys were sent out to educators and parents were sent out asking them what they believed was the most important skill the students needed to learn. 62% of parents and 70% of teachers said reading. Educators began referring to phonics as one of the essential ingredients in reading instruction and started seeing it as an interactive model instead of a bottom-up or top-down approach. In 2002, the No Child Left Behind Act was enacted which increased funding and emphasis on reading instruction for K-3. School districts started retraining teachers in phonemic awareness, phonics, vocabulary, comprehension and fluency.
2010 to Present
Researchers are starting to look at the difference in brain patterns between skilled and unskilled readers.
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Sounds
There are 25 consonant phonemes in English.
There isn't a one-to-one correspondence between the sound and letters so each phoneme has a key symbol. 18 consonant phonemes identified key symbols as singular letters and 7 consonant phonemes identified by key symbols as digraphs. C, Q, and X don't follow one single phoneme therefore they aren't key symbols. The three graphemes of consonants are regular, digraph and complex. Plosive and fricatives are voiced through the mouth while nasal, which include the letters m, n, and ng, are through the nose. Voiced sounds include z or b and unvoiced sounds include s or t. The only difference between voiced sounds and unvoiced sounds are the vibration in the vocal cords when each sound is spoken.
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Reflection
This section was really interesting to learn since I never learned it when I was learning how to read. It was pretty much, this is how the sounds work and if you don't like it, then that sucks for you. I never learned, or remember learning, the specifics for each letter and perhaps why they do this and why they do that. I'm glad I learned this so now my future students can gain a better understanding of the language that they speak.
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Works
https://www.pinterest.com/pin/8162843067228919/

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A Step-By-Step Guide to Naming Your Business

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Jan 2, 2018 - How to structure the sounds and letters for your product or business name.

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Vocabulary
hard c - sounds like /k/ before rime; occurs before an, a, o, or u
soft c - sounds like /s/ before rime; occurs before an e, i, or y
hard g - sounds like /g/ before rime; occurs before an, a, o, or u
soft g - sounds like /j/ before rime; occurs before e, i, or y
complex consonant cluster - consists of two or more consonant sounds that occurs consecutively within a syllable
blend - two or more consonants together, each making their own syllable
digraph - two consonants that work together to make one sound
welded sound - two or more letters that when used together makes an unexpected sound
silent letter - one letter has a normal sound while other is silent
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Soft C/G vs Hard C/G
Hard C is represented in a word like cart and has 3,915 words in the English language. Soft C is represented in a word like cent and has 1,295 words in the English language. The Latin origin of the c sound used to have all c's be pronounced as the hard c. Hard G is represented in a word like goat and has 1,397 words in English language. Soft G is represented in a word like gentle and ahs 727 words in the English language. Soft G also occurs when it's at the end of the word preceding an e.
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Complex Consonant Clusters
Complex consonants may or may not belong to the same phoneme and can appear at any place in a word. Blends have two or more letters where each letter is voiced. Digraphs have two letters where one sound is created. Digraphs include th, ch, sh, wh and ck. Q and U are the married letters of the alphabet, because Q can't go anywhere without U in the English language. The Floss Rule occurs when letters F, L, S or Z follow a one-syllable word that ends in a vowel and the consonant is doubled. This is because when the k isn't next to the vowel, those vowels tend to get a little rowdy and when another F, L, S or Z is present, they are able to calm down the vowel. Welded sounds occur when two letters are put together to make an unexpected sound. Advanced Digraphs are different from regular digraphs as they might make an already existing sound like ph. Trigraphs are created with three letters to make a new sound. Trigraphs include tch or dge. Silent consonants are when a consonant is silent. The sounds used to be voiced but then people decided to stop pronouncing it, but kept the spelling the same. Silent e is a very popular silent letter.
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Reflection
This again was super interesting to learn, since I never got this sort of instruction or direction when I was learning how to read and write. It's super interesting to me to learn the difference between all the letters and again, I'm excited to be able to pass this understanding down to my students. I loved learning the little stories to help students remember why we keep the ck together or why Q and U always stay together.
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Works
https://www.pinterest.com/pin/1096767315484286577/

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Nov 7, 2019 - Discover (and save!) your own Pins on Pinterest.

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Vocabulary
vowel - characterized by uninhibited airflow as the tongue, teeth, and lips do not restrict airflow, distinguishing them from consonants
acrophony - the letter's name begins with the letter itself
diphthong - two letters combines to create a vowel sound
sight word - common words in the English language children are encouraged to recognize by sight rather than sounding them out phonetically; high-frequency words
heart word - sight words that have part or a letter not following phonetic sounds
fluency - ability to quickly and accurately read a passage of text with expression
prosody - reading with appropriate intonation, and phrasing, giving the listener clues they need for understanding
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Powerful Predictors of Success in Reading
Alphabet recognition is a powerful predictor in student's ability to read since the students need to know the names of the letters and the sounds they create. The hard aspect of this concept is recognizing the letters in many contexts and forms. Students typically have a hard time distinguishing similar looking letters apart. Historically alphabet recognition was a sign a student had dyslexia.
Phonemic awareness as well is important because students need to understand words are made up of sounds and understand the ability to manipulate those sounds.
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How to Teach the Alphabet
A common place to start is with the alphabet songs. While the teacher is going through the different letters, they might find resources like alphabet books, manipulatives, songs, writing and sounds. Giving students time to actively explore the letters and their names, sounds, visual characteristics and movement for their formation will help students learn the letters regardless of the order the teacher teaches them.
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Sensible Sequence for Teaching Each Letter
1. Teach Letter Names
2. Teach Shapes and Sounds of Letters
3. Show a Twist on a Classic Song like Twinkle, Twinkle, Little Star
4. Find the Differences and Similarities this Letter has Compared to the Other Letters Learned
5. Tailor the Instruction to Meet the Students
6. Give Time the Students to Practice Writing the Letters
7. Use Memory Devices to Write Letters
8. Have the Students Copy and Trace the Letter
9. Use Key Words and Pictures to Build a Sound-Spelling Relationship
10. Provide Multisensory Activities for Practice
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Vowels
There are only 5 vowels but 19 of the 44 phonemes are vowel phonemes. Students are taught that all words have vowels, but there are some words that don't have vowels like tsk, shh, psst, hmm, cry, syst and rhythm. The types of vowels include smile vowels, doctor vowels, surprise vowels, movement vowels and R-controlled vowels.
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How were Vowels Developed?
The Phoenician alphabet was developed around 1,500 BC as a precursor for the Greek alphabet with adapted the Phoenician's alphabet around 400 BC. The Greeks wanted to separate letters for vowels that were more commonly using in the Greek language and replaced some Phoenician consonants. Both of these alphabets used acrophony and this caused vowels to integrate into the alphabet and this is still used today.
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Why do People Pronounce Vowels Differently?
Different dialects in English cause people to pronounce vowels differently because of the Great Vowel Shift that occurred between 1400 and 1700. This was influenced by immigration, migration, war and class distinctions. This ended up leading to diverse English dialects with variations in pronunciation of long vowel sounds and explains why English speakers from different regions might have distinct vowel pronunciations.
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Sight Words and Heart Words
There are words that are essential for early reading development because they appear frequently and some don't always follow the typical phonetic rules the students are learning. Sight words that don't follow the phonetic rules or heart words include is (iz), of (uv) and from (frum). Learning these words helps children read more fluently and comprehend text more easily.
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Fluency
Fluency proficiency in students is shown when they speak smoothly with recognition of the words, understand sentence and add expression, grasps punctuation and appropriately displays the punctuation and uses natural cadence and expression while talking. The components of fluency include prosody, accuracy and automaticity.
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Why is Fluency Important?
Fluency is a bridge between sounding out and understanding words and is a gateway to comprehension. After students master fluency, children's goal changes from learning to read and reading to learn.
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How to Improve Reading Skills?
1. Develop Student's Ability to Decode Words
At each grade level, teach students foundational skills like letter identification, letter-sound correspondence and word recognition. With instruction, deliver explicit and systematic instruction using the "I do, we do, you do" model to ensure clarity and consistency. To help solidify the skills, provide activities, introduce high-frequency words and use fluency practice tailored to each grade level.
2. Ensure Daily Connected Text Reading
Teachers should encourage students to read connected text daily to enhance reading rate, accuracy and expression. Help students find opportunities for reading practice in various subjects. Parents, to help their students practice reading, should schedule dedicated independent reading time, establish a purpose for reading and use reading logs to track progress.
3. Model Reading Fluency for Students
Teachers should use read-alouds to model essential skills of the fluency components and help students know how to convey messages through print. Teachers can combine read-alouds with think-alouds to promote vocabulary acquisition and deeper comprehension. Teachers should demonstrate reading fluency by reading aloud with clear pacing, clear pauses and provide a model students can follow.
4. Take Advantages of Repeated Reading Routines
Teachers should implement repeated reading by selecting appropriate texts, monitoring reading accuracy and focusing discussions on various reading elements. Students should have an explicit instructional approach with their partner practice and with their error feedback. Teachers should teach students to use a systematic approach that involves reading a passage multiple times and track progress on individual graphs.
5. Set Fluency Goals and Use Progress-Monitoring Data
Teachers define oral reading fluency as a combination of reading accuracy and rate, and use that definition when screening and diagnostic tool. Teachers should set fluency goals for their students like using Reading Fluency Goal Setting template. Regular progress monitors should administer to track student growth, assess effectiveness of teaching and determine appropriate text levels.
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Reflection
The fluency section was helpful to me. Students are working on fluency for the rest of their lives so it was helpful for me to hear ways I can help my students improve on this. The vowels were also interesting, but they kind of made my head hurt. I'm not entirely sure why there are so many phonemes for the vowels, but that is how English rolls. I'm sure that all of this information I will use in my future classroom even if they are higher up in grades.
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Works
https://www.youtube.com/watch?v=ThtgU7GzvS0

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These Are the Vowel Sounds | Jack Hartmann

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Vocabulary

syllable - a unit of pronunciation

closed syllable - a syllable with only 1 vowel followed by one or more consonants and short vowel sound

open syllable - a syllable with 1 vowel as the last letter in syllable with long vowel sound

silent e syllable - a syllable with 1 vowel, a consonant and then an e with a long vowel sound and a silent e at the end

consonant -le syllable - a syllable with a consonant followed immediately by -le with a silent e

r-controlled syllable - a syllable with one vowel that is commonly followed by r

vowel team syllable - a syllable with a vowel digraph or diphthong followed by its vowel sound

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Syllables

A syllable is a word or a part of a word that is made by one push of breath. Syllables must contain a vowel phoneme, containing one vowel grapheme or one vowel grapheme creating a vowel team. Syllables are the building blocks of words and play a vital role in pronunciation and decoding. When two consonants are present, split the consonants (one for you and one for me).

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Why are Syllables Important?

The progression of syllables spans from Pre-School to 5th grade. Phonemic awareness starts in Pre-school to Kindergarten. Phonics is taught between Kindergarten to 2nd grade. Multisyllabic words is taught between 2nd grade to 5th grade.

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Syllable Types

Closed syllable examples are cup, it, vest and stump. This is the most common type of syllable in the English language. Open syllables include words like hi, go and my. Silent E syllables include words like mile, late, hope and close. The exceptions are words that end in V. There are no English words that will end in V. When words end in S, it is presumed to have a suffix. These words get a silent e to eliminate confusion. Words that follow this exception include solve, tense and else. Consonant -le syllable word examples include bugle, wiggle and middle. R-Controlled syllable word examples include car, bird, horn and burn. There are many exceptions with r-controlled syllables.

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Break Apart Multisyllabic Words to Read Process

1. Find the vowel

2. Find the consonants

3. Label the consonants and vowels

4. Follow the rule to split

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Break Apart Multisyllabic Words to Spell Process

1. Count the syllables

2. Draw a line for each syllable

3. Sound out each syllable

4. Spell using spelling patterns

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Reflection

This is stuff I'll be hoping to teach, since I want to be with the older students, but even then it was quite interesting. I didn't know there were so many different syllables that we had. Learning to segment the syllables was interesting too, since I never learned that and I'm sure I will be teaching that to my students. It was interesting learning about syllables now, compared to then because I feel like we spent so long on syllables when I was in elementary school, but I don't feel like I learned enough to truly understand syllables. I was just taught the clapping, I was never taught the process to break apart the words. It will definitely help me later on in my teaching career, but even if I don't get to be with the older ones, I still feel like I learned something.

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Works

https://sarahsnippets.com/syllable-types/

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Vocabulary

morpheme - the smallest unit of meaning in our language

morphology - the study of the smallest unit of a meaning

affix - suffixes and prefixes

free morpheme - a morpheme that has meaning on its own

bound morpheme - a morpheme that has meaning, but can't stand on its own

abbreviation - a short way to write a word

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Morphology

It is important for students to understand things related to morphology, phonemic awareness and phonological awareness. Some words have one morpheme while other words have multiple morphemes. Free morphemes can't be divided into smaller, meaningful parts. Bound morphemes must be connected to another morpheme and can be added to free morphemes. English classifies words that can be free morphemes or a free morpheme with one or more bound morphemes.

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Why Should I Teach Morphological Awareness?

As students begin to encounter unfamiliar words in textbooks and literature, students are required to make inferences about word meaning based on their analyses of a word's morphological structure and context. By students hit age 10, morphological awareness becomes a better predictor of a student's ability to decode than phonological awareness.

Vocabulary Comprehension

When students are faced with an unfamiliar word, they are able to break the word into the affixes to determine the meaning of the word.

Reading Aloud

Students while reading aloud learn how to sound out words.

Spelling

Students when learning to spell are able to learn exceptions in words with vowels and consonants.

Reading Comprehension

Students will eventually fluently read with ease in vocabulary that will end up leading to more successful comprehension.

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What Words Should Teachers Target First?

Frequency

Start with words that students will easily be able to identify the roots, prefixes and suffixes, especially with roots, prefixes and suffixes that appear in daily life.

Imageability

Continue on with concrete words that create a mental picture when it is said out loud.

Transparency

End with words the student can use to clearly separate morphemes.

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Abbreviations and Contractions

Abbreviations are shortened ways to write words to save time. Contractions use an apostrophe to put two words together to make one, or two words have been squeezed together.

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Reflection

This is probably the freshest memory I have of English in elementary school, and it was interesting going back and learning what I would call the back-end of it. I enjoyed learning what morphology was and how it related to students. I also really liked the activity we did with the index cards and it sounds like an activity students would enjoy a lot; trying to see who could get the most words. I enjoyed this topic and it was, like I said, the freshest elementary ELA memory I have so it was fun to tap back into those thoughts.

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Works Cited

https://www.scholarlyelite.com/post/activities-to-develop-morphological-awareness

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After your child has developed the ability to sound out words, it is important that they begin to recognize words as "images" in their minds.

This skill, known as morphological awareness, involves the recognition and comprehensions of morphemes, small unit of meaning (i.e. run, banana, re-, tri-).

By teaching root words, prefixes and suffixes, your child can build morphological awareness for stronger reading success.

Here are 5 easy tips you can incorporate into your child's reading practice to build morphological awareness and ultimately their overall reading automaticity for greater academic success.

Help your child understand the concept of root words, by explaining thar the root of the word os the key word in a long word. Practice identifying root words with a list of complex words.

Teach your child the concept of affixes by explaining prefixes (parts added to the beginning) and suffixes (part added to the end). Create a list of root words and a corresponding list of affixes, encourage your child to match the root with the correct prefix of suffix

Build morphological awareness by recognizing word families based in morphemes. Instruct your child to examine and sort a list of words based in their morphemes. Have them find the similarity and predict the meaning of the morpheme.

Example: Colourful, disadvantage disappointed, careful

Dis- (means "not"): disadvantage, disappointed,

-ful (means "full of"): colourful, careful

Have your child create complex words using a blend of prefixes, suffixes and roots, by making flashcards with different root words and affixes. Instruct your child to physicallyu manipulate the flash cards to create as many real words as they can.

En-, content, -ful, dis-, light, joy, de-, -ment

Possible words: contentment, discontent, delightful, joyful, enjoy

Your child can apply their knowledge of morphemes by using them in sentences. Provide your child with a list of root words plus one affix. Have them combine the morphemes and use the new word in a sentence.

Root words: hope, thought, care

Words: Hopeful, Thoughtful, Careful

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Activities to Develop Morphological Awareness

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After your child has developed the ability to sound out words, it is important that they begin to recognize words as "images" in their minds. This skill, known as morphological awareness, involves the recognition and comprehensions of morphemes, small unit of meaning (i.e. run, banana, re-, tri-).